Preparing teachers for responding to student diversity : findings from the Comenius DTMp project

Abstract

This paper reports the insights into the process of preparing teachers for responding to pupil diversity, based on the evaluation of a three-year (2004-07) Comenius 2.1 project among teacher educators from seven EU countries. The DTMp project (Differentiated Teaching Module, primary) produced a Teacher’s Handbook and Tutor’s Manual and a DVD Media pack with readings and video clips. The materials were piloted with pre- and in-service teachers in online or face-to-face courses in each of the seven partner institutions. Post-course evaluation data was collected from course participants and tutors who also held a transnational course-evaluation meeting. A qualitative analysis of data highlighted the following key processes for teacher educators: (1) Develop own openness to diversity; (2) Focus on the learner; (3) Build a safe, inclusive learning community; (4) Focus on learner reflection; (5) Focus on learner reflection-in- and onaction; (6) Challenge assumptions; and (7) Use social interactive rather than individual learning.